Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? I knew absolutely nothing before starting this course! It has challenged me to consider learning from a whole new perspective. Of course, I already knew game mechanics, and knew that playing games were fun, but I never considered the mechanics or benefits in such explicit terms. W = What do you want to learn? I think for me I need to learn HOW to best establish norms of gamification and the set up of GBL. for someone like me with limited technological experience, knowing where to find resources or help for setting up learning systems as games would be very useful. L = What have you learned? (we'll do this last one later) I have learned that fun as it is, it is important to not let extrinsic motivation completely overshadow intrinsic motivation. It is important to take care that the learning is not lost in focusing too much on the intricacies of the game itself. However, there is a place for gamification in most learning contexts.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate. Having learned about game mechanics, I feel that particularly the Australian Curriculum which has a strong focus on creative and critical thinking, and inquiry based learning, lends itself to GBL. I have to find out more so that I can incorporate it into my classes to make learning relevant and fun.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. I think that definitely for my Year 7 History students who are going to be exploring how we learn about the past and how we interrogate sources, gamification would be perfect. It lends itself to inquiry, which would be possible with games. Having read the Karl M. Kapp article now though, I've realised that I don't need to be as tech-savvy as I initially thought, but can instead use the gamification approach by rethinking about how I design my lessons.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity? I decided to try playing a Kahoot quiz with my year 10 students! I was surprised by the level of engagement prior to the quiz. They knew that what they were learning that lesson would be tested, and were motivated by the inherent competition. They loved the countdown music, enjoyed seeing their name on the leader board and were driven by the natural desire to have the highest level of points. The design allows itself to drive motivation, have an ego boost and therefore inspire learning.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
I believe extremely motivating for younger children - I like that it goes all the way up to year 9 - something like this is good to add to student resume
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.) Again, problems uploading file. However, this is a far more immersive version of gamification. Every aspect of the rubric is fulfilled to a high level.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead. Again, having trouble uploading. However, my design is to have a "time travel" experience for Year 7, learning to unpack artefacts to interrogate them. They will have to design 3 questions they will ask about an artefact and identify three observations that could lead to an understanding of what it is, before they can access the next. They'll race against time (a countdown clock) for each artefact, and race against the class to reach the "Holy Grail" as the final artefact, likening it to Indiana Jones. Initially this will be done with pictures and/or actual artefacts in the classroom as they rotate around stations, but I'll talk to the ICT department to see how it could be built into our online learning platform.
Have you filled in the evaluation? Have you found the bonus level content?
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? I knew absolutely nothing before starting this course! It has challenged me to consider learning from a whole new perspective. Of course, I already knew game mechanics, and knew that playing games were fun, but I never considered the mechanics or benefits in such explicit terms.
W = What do you want to learn? I think for me I need to learn HOW to best establish norms of gamification and the set up of GBL. for someone like me with limited technological experience, knowing where to find resources or help for setting up learning systems as games would be very useful.
L = What have you learned? (we'll do this last one later)
I have learned that fun as it is, it is important to not let extrinsic motivation completely overshadow intrinsic motivation. It is important to take care that the learning is not lost in focusing too much on the intricacies of the game itself. However, there is a place for gamification in most learning contexts.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Having learned about game mechanics, I feel that particularly the Australian Curriculum which has a strong focus on creative and critical thinking, and inquiry based learning, lends itself to GBL. I have to find out more so that I can incorporate it into my classes to make learning relevant and fun.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.I think that definitely for my Year 7 History students who are going to be exploring how we learn about the past and how we interrogate sources, gamification would be perfect. It lends itself to inquiry, which would be possible with games. Having read the Karl M. Kapp article now though, I've realised that I don't need to be as tech-savvy as I initially thought, but can instead use the gamification approach by rethinking about how I design my lessons.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I decided to try playing a Kahoot quiz with my year 10 students! I was surprised by the level of engagement prior to the quiz. They knew that what they were learning that lesson would be tested, and were motivated by the inherent competition. They loved the countdown music, enjoyed seeing their name on the leader board and were driven by the natural desire to have the highest level of points. The design allows itself to drive motivation, have an ego boost and therefore inspire learning.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)I believe extremely motivating for younger children - I like that it goes all the way up to year 9 - something like this is good to add to student resume
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
Again, problems uploading file. However, this is a far more immersive version of gamification. Every aspect of the rubric is fulfilled to a high level.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Again, having trouble uploading. However, my design is to have a "time travel" experience for Year 7, learning to unpack artefacts to interrogate them. They will have to design 3 questions they will ask about an artefact and identify three observations that could lead to an understanding of what it is, before they can access the next. They'll race against time (a countdown clock) for each artefact, and race against the class to reach the "Holy Grail" as the final artefact, likening it to Indiana Jones. Initially this will be done with pictures and/or actual artefacts in the classroom as they rotate around stations, but I'll talk to the ICT department to see how it could be built into our online learning platform.
Have you filled in the evaluation? Have you found the bonus level content?